“I think undoubtedly Curriculum for Excellence is highlighting Personalised Learning. I think there’s no doubt that Curriculum for Excellence is highlighting the individual more so than has been done before. The legislation is important in talking about students needs because we have to realise that every single student has some needs”Stuart Clubb, Head Teacher, Sandwick Junior High School
The Scottish education system is currently undergoing one of the most ambitious programmes of educational change it has ever undertaken, with Curriculum for Excellence (CfE) being introduced in August 2010. As CfE is such an integral part of the Scottish education system, this case study will provide some background to the curriculum whilst exploring its links to Personalised Learning. During our time in Scotland we asked a number of teachers about their opinions on CfE and whether it allows more scope for Personalised Learning.
Background and Context
“Curriculum for Excellence is designed to transform education in Scotland, leading to better outcomes for all children and young people”Scottish Government, 2009
CfE is different to what was previously in place because it takes a new approach to what, where and how young people learn, through less rigid paths with the aims to raise standards, develop skills and improve knowledge by providing a more flexible, relevant and enriched curriculum for pupils from age 3 to 18.
The curriculum has been split into different levels to describe different stages of learning and progress. For most children the expectation is as follows:
• Early Level – pre-school to the end of P1
• First Level – to the end of P4
• Second Level – to the end of P7
• Third and Fourth Levels – S1 to S3
• Senior Phase – S4 to S6, and equivalents in other settings, where they can continue to develop the four capacities and achieve qualifications
The Curriculum aims to develop four capacities in all children, helping them to become Successful Learners, Confident Individuals, Responsible Citizens and Effective Contributors to Society. The following table (taken from www.educationscotland.gov.uk) outlines the four capacities in more detail.
The implementation of the curriculum should in theory lead to improved quality of learning and teaching and increased attainment and achievement for all young people in Scotland, including those with additional support needs.
There are seven principles of curriculum design which all learning must take account of. These are:
• Challenge and enjoyment
• Breadth
• Progression
• Depth
• Personalisation and choice
• Coherence
• Relevance
What children and young people are taught is now defined under eight key curriculum areas encompassing a range of subjects. The eight areas are:
• Expressive arts – including art and design, dance, drama and music
• Health and wellbeing – mental, emotional, social and physical wellbeing, PE, food and health, substance misuse and relationships, sexual health and parenthood
• Languages – listening and talking, reading and writing in literacy and English and modern languages, plus classical languages and literacy and Gaelic learners (where available)
• Mathematics – including analysing information, solving problems and assessing risk
• Religious and moral education (denominational and non-denominational) – learning about Christianity, other world religions, and developing values and beliefs
• Sciences – understanding important scientific concepts across planet Earth, forces, electricity and waves, biological systems, materials and topical science
• Social studies – understanding people, place and society in the past and present including history, geography, modern studies and business education
• Technologies – including computing science, food, textiles, craft, design, engineering, graphics and applied technologies
In addition, there are 3 key areas which are covered by all teachers. These are:
• Literacy across learning – talking, listening, reading and writing (including using digital communications)
• Numeracy across learning – including money, time, and measurement
• Health and wellbeing across learning – including making informed choices for a healthy lifestyle
CfE sets out a number of entitlements which all children and young people should have access to. These are:
• A coherent curriculum – smooth progression through the experiences and outcomes
• A broad general education – the period from age 3 to the end of S3, covering all of the experiences and outcomes across all curriculum areas up to and including the third level, and further experiences and outcomes at the fourth level, chosen to provide greater specialisation and depth
• Support – assistance to help learners access the curriculum, for example because of short- or longer-term needs or circumstances, and help to build resilience
• Skills for learning, life and work – to develop pre-vocational, enterprising and employability skills, personal skills, high levels of cognitive skills and the opportunity to put learning into a practical context
• A senior phase – to prepare for qualifications and develop skills for future learning, life and work
• Positive destinations – to support young people to move successfully on to work or further study
Curriculum for Excellence represents a new approach to learning in schools. Below are some examples of how pupils may learn differently under the new curriculum:
• Using technologies in learning – to find material, communicate, create and present
• Active learning – being actively engaged, whether mentally or physically, using real life and imaginary situations
• Cooperative learning – encouraging thinking and talking together, to discuss ideas and solve problems
• Interdisciplinary learning – using links between different areas of learning to develop, reinforce and deepen understanding
• Outdoor learning – making use of the outdoor environment for learning
• Personalisation and choice – being given choices and being involved in planning how and what they learn. Not “one size fits all”
• Skills – CfE emphasises the development of skills for learning, life and work. These include thinking about complex issues, problem solving, analysis and evaluation; creativity, critical thinking skills and solving complex problems
Assessment
Is crucial to tracking progress, planning next steps, reporting and involving parents and learners in learning. Evidence of progress can be gathered by learners themselves, and by fellow pupils, parents, teachers and other professionals. Some examples are:
• Self assessment – learners will be encouraged and supported to look at and revisit their own work, to develop a better understanding of what they have learned, and what they need to work on
• Peer assessment – learners will be encouraged and supported to work together to help others assess what is good and their work and what needs to be worked on
• Personal learning planning – pupils, teachers and parents will work together to develop planning for next steps in learning
• Profiles – a statement of achievements both within and out with school.
The new approaches to learning that CfE brings require new methods of assessment and qualifications, which are currently being developed by the Scottish Qualifications Authority (SQA). SQA is working with parents, teachers, colleges, universities, employers and the Scottish Government to make sure national standards are maintained.
Curriculum for Excellence and Personalised Learning
Many of the concepts of the Curriculum for Excellence are interlinked with the core components of Personalised Learning that we have been researching. In many cases teachers were implementing aspects of Personalised Learning before CfE. However the introduction of CfE is significant because it ingrains these principles within a legislative framework.
Curriculum Entitlement and Choice
“There’s much more flexibility in the broad, general education, that’s S1 to S3 and more flexibility to develop Rich Tasks, choice, interdisciplinary learning. So that means by definition more opportunity for Personalised Learning for the young people” Jack Harland, Head Teacher, Bridge of Don Academy
CfE widens the current curriculum by allowing for more scope and choice within learning. As illustrated by Jack Harland the Head Teacher of Bridge of Don Academy, this also allows for a greater amount of interdisciplinary learning which can also be very beneficial for personalising learning. Despite this, developing a new curriculum is not a straightforward process, as the quote below summarises.
“I would not underestimate the challenge of developing a personalised curriculum for young people which is effectively what Curriculum for Excellence should be”Derek Brown, Head Teacher, Old Machar Academy
Strong Partnerships Beyond the Classroom
Curriculum for Excellence directly recognizes the importance of learning beyond the classroom. It takes into account the fact that children learn through all of their experiences- in the family, community and wider society. The curriculum aims to recognize and complement the contributions that these experiences can make, which should lead to more direct work with families and outside agencies.
Learning Environment
“It’s raised the game; it’s put the focus on it. One of the first things for Curriculum for Excellence that came out was, firstly was active learning, the second thing was outdoor learning. You know, really about taking the kids outside and really engaging in the environment and not just saying ‘Ok, we are going to take the measuring sticks out and measure the playground as opposed to measure the hall.’ But really going down to the woods that we’ve got here and listening to the leaves, and feeling the rain on your face and all that and then coming back to the classroom and really writing with it because you’ve had a firsthand experience of it.”Paula Scott, Primary School Teacher, Balmedie Primary School
The above quote from Paula Scott, a Primary School Teacher at Balmedie Primary School highlights how CfE has made it possible for teachers to explore different learning environments, allowing teachers more freedom to personalise learning to meet individual needs of students.
School Organisation/Teaching and Learning Strategies
“So our attitude in this school towards it would be that we would encourage teachers to cater for every student’s individual needs. It’s maybe, something we’ve always done in Primary school over the years. And now we’ll have government approval in the way that they have set up the Curriculum for Excellence and the methodology there would encourage teachers to tailor what they are doing towards individuals.” Laura Walker, Head Teacher, Braehead Primary School
Although there are undoubtedly many teachers in Scotland who tailor their teaching methods in order to meet students needs, Curriculum for Excellence highlights the importance of doing so, which should help to encourage more teachers to personalize their teaching methods. Furthermore in encourage all teachers to do this, CfE also promotes a whole school organisational approach towards Personalised Learning.
Assessment
CfE encourages schools and teachers to think about different ways to assess pupils, promoting the concept of “Assessment for Learning” as opposed to “Assessment of Learning”. This coincides with much of what we have been looking at in terms of assessment within Personalised Learning.
Obstacles to Curriculum for Excellence
Despite CfE being generally regarded as a positive development in Scottish education, like anything new it does not come without its criticisms. The following quotes summarise the main challenges of implementing the new curriculum:
“We are engaged in a once in a generation curriculum change in Scotland. Curriculum for Excellence is a massive challenge to teachers. And it does mean cultivating new habits of working and it does mean thinking about things slightly differently to in the past. And we’ve had to learn a bit more about how we assess young people and how we cope with their needs in terms of literacy and numeracy. And we’ve had to learn a bit about how we want to support them as well. So in lots of ways there are challenges”Derek Brown, Head Teacher, Old Machar Academy
“The teachers are complaining not just in this school but all over I think. But workload issues associated with some of the methodology of the Curriculum for Excellence, and the fact that it’s relatively new. Now I know it’s been on the go for a few years now but it took a while for the 5 to 14 to be implemented fully and some teachers are just getting to grips with the Curriculum for Excellence and finding that there’s a lot of add ons and extras as they see it. And workload would come into it as well”Laura Walker, Head Teacher, Braehead Primary School
“And yeah I think that’s one of the things about Curriculum for Excellence too, that teachers wanted the flexibility but now they’re complaining that maybe there is too much”Laura Walker, Head Teacher, Braehead Primary School
“Significant benefits have been seen in classes due to CFE . However, nationally there are issues with CFE. Exam structure, emphasis on skills has de-emphasised the importance of knowledge. CFE is a bit vague.”John Cameron, Deputy Head Teacher, Anderson High School
“With every new initiative there will be a variety of views. Teachers are always cynical of new developments, because they care for their pupils and they know what works for their pupils. Vagueness and the tight timeline has drawn concerns for CFE.” John Cameron, Deputy Head Teacher, Anderson High School
“I think undoubtedly Curriculum for Excellence is highlighting Personalised Learning. I think there’s no doubt that Curriculum for Excellence is highlighting the individual more so than has been done before. The legislation is important in talking about students needs because we have to realise that every single student has some needs” Stuart Clubb, Head Teacher, Sandwick Junior High School
The Scottish education system is currently undergoing one of the most ambitious programmes of educational change it has ever undertaken, with Curriculum for Excellence (CfE) being introduced in August 2010. As CfE is such an integral part of the Scottish education system, this case study will provide some background to the curriculum whilst exploring its links to Personalised Learning. During our time in Scotland we asked a number of teachers about their opinions on CfE and whether it allows more scope for Personalised Learning.
Background and Context
“Curriculum for Excellence is designed to transform education in Scotland, leading to better outcomes for all children and young people” Scottish Government, 2009
CfE is different to what was previously in place because it takes a new approach to what, where and how young people learn, through less rigid paths with the aims to raise standards, develop skills and improve knowledge by providing a more flexible, relevant and enriched curriculum for pupils from age 3 to 18.
The curriculum has been split into different levels to describe different stages of learning and progress. For most children the expectation is as follows:
• Early Level – pre-school to the end of P1
• First Level – to the end of P4
• Second Level – to the end of P7
• Third and Fourth Levels – S1 to S3
• Senior Phase – S4 to S6, and equivalents in other settings, where they can continue to develop the four capacities and achieve qualifications
The Curriculum aims to develop four capacities in all children, helping them to become Successful Learners, Confident Individuals, Responsible Citizens and Effective Contributors to Society. The following table (taken from www.educationscotland.gov.uk) outlines the four capacities in more detail.
The implementation of the curriculum should in theory lead to improved quality of learning and teaching and increased attainment and achievement for all young people in Scotland, including those with additional support needs.
There are seven principles of curriculum design which all learning must take account of. These are:
• Challenge and enjoyment
• Breadth
• Progression
• Depth
• Personalisation and choice
• Coherence
• Relevance
What children and young people are taught is now defined under eight key curriculum areas encompassing a range of subjects. The eight areas are:
• Expressive arts – including art and design, dance, drama and music
• Health and wellbeing – mental, emotional, social and physical wellbeing, PE, food and health, substance misuse and relationships, sexual health and parenthood
• Languages – listening and talking, reading and writing in literacy and English and modern languages, plus classical languages and literacy and Gaelic learners (where available)
• Mathematics – including analysing information, solving problems and assessing risk
• Religious and moral education (denominational and non-denominational) – learning about Christianity, other world religions, and developing values and beliefs
• Sciences – understanding important scientific concepts across planet Earth, forces, electricity and waves, biological systems, materials and topical science
• Social studies – understanding people, place and society in the past and present including history, geography, modern studies and business education
• Technologies – including computing science, food, textiles, craft, design, engineering, graphics and applied technologies
In addition, there are 3 key areas which are covered by all teachers. These are:
• Literacy across learning – talking, listening, reading and writing (including using digital communications)
• Numeracy across learning – including money, time, and measurement
• Health and wellbeing across learning – including making informed choices for a healthy lifestyle
CfE sets out a number of entitlements which all children and young people should have access to. These are:
• A coherent curriculum – smooth progression through the experiences and outcomes
• A broad general education – the period from age 3 to the end of S3, covering all of the experiences and outcomes across all curriculum areas up to and including the third level, and further experiences and outcomes at the fourth level, chosen to provide greater specialisation and depth
• Support – assistance to help learners access the curriculum, for example because of short- or longer-term needs or circumstances, and help to build resilience
• Skills for learning, life and work – to develop pre-vocational, enterprising and employability skills, personal skills, high levels of cognitive skills and the opportunity to put learning into a practical context
• A senior phase – to prepare for qualifications and develop skills for future learning, life and work
• Positive destinations – to support young people to move successfully on to work or further study
Curriculum for Excellence represents a new approach to learning in schools. Below are some examples of how pupils may learn differently under the new curriculum:
• Using technologies in learning – to find material, communicate, create and present
• Active learning – being actively engaged, whether mentally or physically, using real life and imaginary situations
• Cooperative learning – encouraging thinking and talking together, to discuss ideas and solve problems
• Interdisciplinary learning – using links between different areas of learning to develop, reinforce and deepen understanding
• Outdoor learning – making use of the outdoor environment for learning
• Personalisation and choice – being given choices and being involved in planning how and what they learn. Not “one size fits all”
• Skills – CfE emphasises the development of skills for learning, life and work. These include thinking about complex issues, problem solving, analysis and evaluation; creativity, critical thinking skills and solving complex problems
Assessment
Is crucial to tracking progress, planning next steps, reporting and involving parents and learners in learning. Evidence of progress can be gathered by learners themselves, and by fellow pupils, parents, teachers and other professionals. Some examples are:
• Self assessment – learners will be encouraged and supported to look at and revisit their own work, to develop a better understanding of what they have learned, and what they need to work on
• Peer assessment – learners will be encouraged and supported to work together to help others assess what is good and their work and what needs to be worked on
• Personal learning planning – pupils, teachers and parents will work together to develop planning for next steps in learning
• Profiles – a statement of achievements both within and out with school.
The new approaches to learning that CfE brings require new methods of assessment and qualifications, which are currently being developed by the Scottish Qualifications Authority (SQA). SQA is working with parents, teachers, colleges, universities, employers and the Scottish Government to make sure national standards are maintained.
Curriculum for Excellence and Personalised Learning
Many of the concepts of the Curriculum for Excellence are interlinked with the core components of Personalised Learning that we have been researching. In many cases teachers were implementing aspects of Personalised Learning before CfE. However the introduction of CfE is significant because it ingrains these principles within a legislative framework.
Curriculum Entitlement and Choice
“There’s much more flexibility in the broad, general education, that’s S1 to S3 and more flexibility to develop Rich Tasks, choice, interdisciplinary learning. So that means by definition more opportunity for Personalised Learning for the young people” Jack Harland, Head Teacher, Bridge of Don Academy
CfE widens the current curriculum by allowing for more scope and choice within learning. As illustrated by Jack Harland the Head Teacher of Bridge of Don Academy, this also allows for a greater amount of interdisciplinary learning which can also be very beneficial for personalising learning. Despite this, developing a new curriculum is not a straightforward process, as the quote below summarises.
“I would not underestimate the challenge of developing a personalised curriculum for young people which is effectively what Curriculum for Excellence should be” Derek Brown, Head Teacher, Old Machar Academy
Strong Partnerships Beyond the Classroom
Curriculum for Excellence directly recognizes the importance of learning beyond the classroom. It takes into account the fact that children learn through all of their experiences- in the family, community and wider society. The curriculum aims to recognize and complement the contributions that these experiences can make, which should lead to more direct work with families and outside agencies.
Learning Environment
“It’s raised the game; it’s put the focus on it. One of the first things for Curriculum for Excellence that came out was, firstly was active learning, the second thing was outdoor learning. You know, really about taking the kids outside and really engaging in the environment and not just saying ‘Ok, we are going to take the measuring sticks out and measure the playground as opposed to measure the hall.’ But really going down to the woods that we’ve got here and listening to the leaves, and feeling the rain on your face and all that and then coming back to the classroom and really writing with it because you’ve had a firsthand experience of it.” Paula Scott, Primary School Teacher, Balmedie Primary School
The above quote from Paula Scott, a Primary School Teacher at Balmedie Primary School highlights how CfE has made it possible for teachers to explore different learning environments, allowing teachers more freedom to personalise learning to meet individual needs of students.
School Organisation/Teaching and Learning Strategies
“So our attitude in this school towards it would be that we would encourage teachers to cater for every student’s individual needs. It’s maybe, something we’ve always done in Primary school over the years. And now we’ll have government approval in the way that they have set up the Curriculum for Excellence and the methodology there would encourage teachers to tailor what they are doing towards individuals.” Laura Walker, Head Teacher, Braehead Primary School
Although there are undoubtedly many teachers in Scotland who tailor their teaching methods in order to meet students needs, Curriculum for Excellence highlights the importance of doing so, which should help to encourage more teachers to personalize their teaching methods. Furthermore in encourage all teachers to do this, CfE also promotes a whole school organisational approach towards Personalised Learning.
Assessment
CfE encourages schools and teachers to think about different ways to assess pupils, promoting the concept of “Assessment for Learning” as opposed to “Assessment of Learning”. This coincides with much of what we have been looking at in terms of assessment within Personalised Learning.
Obstacles to Curriculum for Excellence
Despite CfE being generally regarded as a positive development in Scottish education, like anything new it does not come without its criticisms. The following quotes summarise the main challenges of implementing the new curriculum:
“We are engaged in a once in a generation curriculum change in Scotland. Curriculum for Excellence is a massive challenge to teachers. And it does mean cultivating new habits of working and it does mean thinking about things slightly differently to in the past. And we’ve had to learn a bit more about how we assess young people and how we cope with their needs in terms of literacy and numeracy. And we’ve had to learn a bit about how we want to support them as well. So in lots of ways there are challenges” Derek Brown, Head Teacher, Old Machar Academy
“The teachers are complaining not just in this school but all over I think. But workload issues associated with some of the methodology of the Curriculum for Excellence, and the fact that it’s relatively new. Now I know it’s been on the go for a few years now but it took a while for the 5 to 14 to be implemented fully and some teachers are just getting to grips with the Curriculum for Excellence and finding that there’s a lot of add ons and extras as they see it. And workload would come into it as well” Laura Walker, Head Teacher, Braehead Primary School
“And yeah I think that’s one of the things about Curriculum for Excellence too, that teachers wanted the flexibility but now they’re complaining that maybe there is too much” Laura Walker, Head Teacher, Braehead Primary School
“Significant benefits have been seen in classes due to CFE . However, nationally there are issues with CFE. Exam structure, emphasis on skills has de-emphasised the importance of knowledge. CFE is a bit vague.” John Cameron, Deputy Head Teacher, Anderson High School
“With every new initiative there will be a variety of views. Teachers are always cynical of new developments, because they care for their pupils and they know what works for their pupils. Vagueness and the tight timeline has drawn concerns for CFE.” John Cameron, Deputy Head Teacher, Anderson High School